E GRAPH 1: Key Areas of Focus by Grade Group
Grade Level | Literacy Focus | Comprehension Focus | Engagement Focus | Additional Subjects |
|---|---|---|---|---|
| K | Phonemic Awareness | – | – | – |
| 1-2 | Decoding Strategies | Predicting, Making Connections | – | – |
| 2-3 | Spelling, Decoding | Retelling | – | – |
| 6-7 | Writing/Retelling Facts | Visualization | Outdoor Education | Coding, Languages |
GRAPH 2: Level of Support Needed
Grade Level | Materials | Staff Training | Additional Staff | Resources |
|---|---|---|---|---|
| K | – | – | ✅ | – |
| 1-2 | ✅ | – | – | ✅ |
| 2-3 | – | – | ✅ | ✅ |
| 6-7 | – | ✅ | – | ✅ |
TABLE: Summary Reflection by Grade Group
Grade | Observations | Questions | Next Steps | Needs |
|---|---|---|---|---|
| K | Difficulty with ending sounds, weak LC letter knowledge | How to support ELL students with phonemic challenges? | Continue using Haggerty, journal writing | Extra adult in room |
| 1–2 | Interest in animals, awareness of strategies like predicting & connections | Were students told to choose one strategy or multiple? | Create hands-on literacy kits | Funding for materials, identify comprehension resources |
| 2–3 | Large class discrepancies; decoding helps spelling | How to improve students’ self-reflection? | Practice retelling, comprehension strategies | In-class & pull-out support, resources needed |
| 6–7 | Strong visualization; weak fact retelling; students like re-reading | Why is outdoor education underreported? Are students aware of their learning goals? | Teach coding, languages, expand interest areas like cooking | Teacher training, more field trips |
GRAPH 3: Student Strengths vs. Challenges
Grade Level | Strengths | Challenges |
|---|---|---|
| K | – | Ending sounds, LC letters |
| 1–2 | Strategy awareness, interest | Possible misunderstanding of survey |
| 2–3 | Spelling support improving | Self-reflection, class discrepancies |
| 6–7 | Visualization, re-reading | Writing/retelling, outdoor engagement |